SUMMARIES
From classic psychology to
organic one
L.S. Vygotsky's
cultural-historical psychology is considered to be classic-organic psychology.
Its organicity is a result of lifting the opposition between objective and subjective
(in psyche, consciousness and life). The author shows that affective-sensorial
formations constructing culture (ideal forms) are objective as well as
subjective. The same formations constructing individual psyche and
consciousness (real forms) are subjective as well as objective. The
correlations between ideal and real forms are described as mutual outcome of
them. The processes of outcome are due to mediators: Another (I - You
correlation), sign, word, symbol, myth. The mediators as well as real and ideal
forms possess subjective-objective properties (outer and inner forms). That is
why they can be mediating in the acts of mutual outcomes of ideal and real
forms. The organicity of Vygotsky's cultural-historical psychology is due to
primary compatibility of complimentarity, congeniality of ideal, real and
mediating forms, resulting in a new ontology of psychological science. When
cultural-historical psychology reveals the acts of outcome mechanisms, it would
become event-historical one.
The notion of activity as a
basis
for the studies of L.S.
Vygotsky's
scientific school
V.V. Davydov
The author presents overwhelming argumentation of successive character
of activity approach in Russian psychology as related to L.S. Vygotsky's
cultural-historical theory. Historiographic arguments are used as well as
theoretical ones. The author's views are especially important in the framework
of long-standing discussion on inner connection between two most wellknown
scientific schools in Russian psychology.
Two paradigms in child's
development studies
L.F. Obukhova
Two scientific paradigms in child's development studies -
natural-scientific and cultural-historical - are presented. The author employs
the term "paradigm" as a notion mirroring the basis of scientific knowledge
in developmental psychology. The author argues that the most important concepts
developing in the framework of both paradigms can exist as parallel events and
to be quite fruitful but cannot be united into one system because of different
bases.
Integral division into
periods of general psychic development
V.I. Slobodchikov, G.A.
Tsuckerman
The basis, sense and scheme
of division into periods of subject's development in different types of human
unity and in the whole life span are presented. The authors take part in the
discussion with theoretical views of E. Erikson L. Vygotsky and D. El'konin.
L.S. Vygotsky and M.M.
Bakhtin: Preparatory data to the dialogue
which has not taken place
A.A. Melik-Pashaev
Comparative analysis of some aspects of L.S. Vygotsky's and M.M.
Bakhtin's scientific heritage is presented. The author demonstrates important
differences between these outstanding scientists due to the differences in
their scientific outlook and understanding of human nature. On the other hand
their views - just because of differences - are productively supplementing each
other in many important spheres of creativity and art.
L.S. Vygotsky and D.B.
El'konin:
Sign mediation
B.D. El'konin
The author presents D.B.
El'konin's reflections on aggregate activity and sign mediation, based on
analysis of L.S. Vygotsky's cultural-historical theory. These reflections lead
to the notion of mediating open action as an action characterized by including
into one person's actions the orientation to another person's actions.
"Interesting
psychology":
L.S. Vygotsky and L.I.
Bozhovich
A.M. Prikhozhan, N.N.
Tolstykh
L.S. Vygotsky's ideas development by his follower - well-known Russian
psychologist L.I. Bozhovich - is discussed. The sources of her personality
development theory are analyzed and their correlation to cultural-historical
theory is shown. L.S.Vygotsky's and L.I.Bozhovich's views on the roles played
by the theory, experiment and practice are presented.
The role of L.S. Vygotsky
in A.R. Luria's scientific
work
E.D. Khomskaya
Methodological, theoretical
and biographical aspects of L.S.Vygotsky and A.R.Luria contacts are shown.
Their interrelations, A.R. Luria part in cultural-historical theory formation
and L.S. Vygotsky's influence on A.R. Luria's scientific experimental work
(genesis and disintegration of psychic functions in children; cross-cultural
study of social factors in cognitive processes' formation in adults;
neuro-psychological analysis of brain organization of higher psychic functions)
are described. The main methodological and theoretical positions uniting
L.S.Vygotsky and A.R.Luria are demonstrated and high productivity of
L.S.Vygotsky's ideas and their creative development by A.R. Luria are shown.
L.S. Vygotsky and A.R.
Luria:
Initial stages of
neuro-psychology
T.V. Akhoutina
L.S. Vygotsky's approach to
the problem "brain - consciousness" on different stages of his
creative life is described. L.S. Vygotsky's role in Russian neuro-psychology
formation is outlined. Three main fields of study initiated by L.S.Vygotsky are
presented; special attention is paid to one of them: psychological systems and
their fate - where the part, played by his follower and friend A.R. Luria,
resulted in neuro-psychology formation. Scientific heritage of L.S. Vygotsky
and A.R. Luria is considered to be successive.
The problems of abilities' development: Before and after L.S. Vygotsky
O.M. D'yachenko
The analysis of abilities'
development in the framework of cultural-historical paradigm is presented.
Abilities' genesis is connected to the forming of species features and
individual differences are connected to the level of abilities' development.
The author shares the views of A.V.Zaporozhets, V.V.Davydov, L.A.Venger and others:
the leading part in the mastering of human experience is played by the
mastering of means to orient oneself into reality; it determines the
successfulness of actions as well as the rate of applied skills mastering.
When have L.S. Vygotsky and
his scientific school appeared
in psychology?
M.G. Yaroshevsky
The beginnings of L.S. Vygotsky's scientific career in psychology are
described. Most of the studies place it in 1924, when L.S. Vygotsky came to
Daughter's reminiscences
G.L. Vygodskaya
G.L. Vygodskaya - L.S. Vygotsky's daughter - describes the last period
of famous psychologist's life and scientific activity.
L.S. Vygotsky's works
bibliography
in Russian and foreign
languages
T.M. Lifanova
The author presents the most detailed bibliography of L.S. Vygotsky's
works, published till 1996.